Refining Process-Oriented Guided Inquiry Learning for Chemistry Students in an Academic Development Programme

Autor/inn/en	Mundy, Christine; Potgieter, Marietjie
Titel	Refining Process-Oriented Guided Inquiry Learning for Chemistry Students in an Academic Development Programme
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 23 (2019) 2, S.145-156 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mundy, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2019.1622223
Schlagwörter	Inquiry; Active Learning; Chemistry; Foreign Countries; Developmental Studies Programs; College Science; Science Instruction; Process Education; Undergraduate Students; Cognitive Processes; Difficulty Level; Student Experience; Student Behavior; Instructional Effectiveness; Student Attitudes; South Africa + Suchen Sie Ihr Suchwort? Aktives Lernen; Chemie; Ausland; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Studienerfahrung; Student behaviour; Schülerverhalten; Unterrichtserfolg; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this study, action research was used over two years to refine the implementation of process-oriented guided inquiry learning for chemistry students in an academic development programme at a research-intensive South African university. Students' responses to guided inquiry were collected based on a three-pillar framework underpinned by cognitive load theory and the information processing model. A mixed methods approach was used to gather data including observations, questionnaire responses, focus group interviews and student assessment results. The findings were exhibited year by year using the analysis tool, 'joint displays'. Findings from the first year of study highlighted student difficulty with factors contributing to extraneous load such as social dynamics, worksheet layout and time required. Revisions addressed these areas of difficulty in the second year with positive results in terms of student behaviour and achievement. Analysis of Year 2 findings led to several recommendations for further guided inquiry revisions to serve novice students in the context of an academic development programme: prior knowledge should be activated to mitigate cognitive overload, relevant language should replace foreign terms to sensitise the perception filter and more explicit scaffolding could be embedded to enrich the student's germane cognitive load during processing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01